Supplementary notes further explaining my presentation on A Cross-Cultural Perspective of Resilience It also compares and contrast how mindsets, social support and school involvement influence resilience development in Chinese and Western students.
Running head RESEARCH PROPOSAL 1RESEARCH PROPOSAL4.docxtoltonkendal
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 4
Research Proposal
Topic
Should social media access be limited or prevented for young children is the question debated by both parents and pediatricians on child social growth. Currently, at an early age between 7 and 13 years, it is a critical stage for the growth of interpersonal skills and social competence of a child. Therefore, the media they interact with will be very influential in their future interactions (Livingstone and Bovill, 2013). Thus the parents can either decide to allow them to be exposed to family, school, and friends as a community or the full access to the media. Occasionally, allowing the children to interact with the media is not harmful, but it is vital to monitor what they are being exposed to and reduce the amount of time they spend on the virtual systems. Some of the negative ways that the media influences children is through the recruitment into mass killings that is often associated with terrorism. Furthermore, the persons that the children admire most when they are growing, they tend to emulate their characteristics and behaviors which can either be positive or negative for a child development.
Controversy
Pediatricians have over the years advocated for exposure to media by a kid to be less than 2 hours a day so as to allow them to have functional interpersonal skills. However, critics have been raised on the notion as media has occasionally been used for education and thus the kid can still get same skills in school ad through media. The mode of exposure does not matter. This debate has left many schools in a dilemma whether to fully initiate digital learning in their schools or emphasize on the traditional education and only use digital learning in individual cases.
With today’s technology-driven world, it is almost impossible to keep the children away from the media (Strasburger, 2013). Shielding them will mean raising them in an ideal environment that support less technology, and upon maturity, they are unable to interact with their equals who were exposed to media while growing up. Therefore, parents have the responsibility of allowing the children to learn and appreciate the innovations and technologies in the press while at the same time preventing them from exposure to the risk of excessive media consumption.
Social networks are notably the teen’s largest pools of friends’ acquisition. With the current trend in the social networks, it is, therefore, important that the parents are kept in the loop on which friends the children interact with on the social sites. However, despite social networking being used for friends’ acquisition it also acts as a speculative venture of teens acquisition of friends, as the ones in the social networks are only virtual friends and there is little to no physical interactions between them as friends. Moreover, parents are noted to ensure they respect the children pool of friends be it the once they choose to a ...
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This course-based qualitative study aims to explore what 4th-year Child and Youth Care students and recent graduates of the Bachelor of Child and Youth Care program at MacEwan University think about their likely parenting styles as a direct result of their Child and Youth Care educational experience. A thematic analysis of the data revealed four major themes: (1) the desire to be an authoritative parent, (2) courses, (3) themes and concepts that were meaningful, and (4) a better understanding of theories relevant to parenting and the need for self-reflection
Running head RESEARCH PROPOSAL 1RESEARCH PROPOSAL4.docxtoltonkendal
Running head: RESEARCH PROPOSAL 1
RESEARCH PROPOSAL 4
Research Proposal
Topic
Should social media access be limited or prevented for young children is the question debated by both parents and pediatricians on child social growth. Currently, at an early age between 7 and 13 years, it is a critical stage for the growth of interpersonal skills and social competence of a child. Therefore, the media they interact with will be very influential in their future interactions (Livingstone and Bovill, 2013). Thus the parents can either decide to allow them to be exposed to family, school, and friends as a community or the full access to the media. Occasionally, allowing the children to interact with the media is not harmful, but it is vital to monitor what they are being exposed to and reduce the amount of time they spend on the virtual systems. Some of the negative ways that the media influences children is through the recruitment into mass killings that is often associated with terrorism. Furthermore, the persons that the children admire most when they are growing, they tend to emulate their characteristics and behaviors which can either be positive or negative for a child development.
Controversy
Pediatricians have over the years advocated for exposure to media by a kid to be less than 2 hours a day so as to allow them to have functional interpersonal skills. However, critics have been raised on the notion as media has occasionally been used for education and thus the kid can still get same skills in school ad through media. The mode of exposure does not matter. This debate has left many schools in a dilemma whether to fully initiate digital learning in their schools or emphasize on the traditional education and only use digital learning in individual cases.
With today’s technology-driven world, it is almost impossible to keep the children away from the media (Strasburger, 2013). Shielding them will mean raising them in an ideal environment that support less technology, and upon maturity, they are unable to interact with their equals who were exposed to media while growing up. Therefore, parents have the responsibility of allowing the children to learn and appreciate the innovations and technologies in the press while at the same time preventing them from exposure to the risk of excessive media consumption.
Social networks are notably the teen’s largest pools of friends’ acquisition. With the current trend in the social networks, it is, therefore, important that the parents are kept in the loop on which friends the children interact with on the social sites. However, despite social networking being used for friends’ acquisition it also acts as a speculative venture of teens acquisition of friends, as the ones in the social networks are only virtual friends and there is little to no physical interactions between them as friends. Moreover, parents are noted to ensure they respect the children pool of friends be it the once they choose to a ...
A Course-Based Qualitative Inquiry into the Potential Impact of the Bachelor ...inventionjournals
This course-based qualitative study aims to explore what 4th-year Child and Youth Care students and recent graduates of the Bachelor of Child and Youth Care program at MacEwan University think about their likely parenting styles as a direct result of their Child and Youth Care educational experience. A thematic analysis of the data revealed four major themes: (1) the desire to be an authoritative parent, (2) courses, (3) themes and concepts that were meaningful, and (4) a better understanding of theories relevant to parenting and the need for self-reflection
Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
Early Literacy and closing the GAPJazmine BrownleeWalden UEvonCanales257
Early Literacy and closing the GAP
Jazmine Brownlee
Walden University
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Dr. Beryl Watnick
August 1, 2022
1
Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
2
Purpose
General Overview
Teaching Resilience
Closing the Literacy Gap
Building Relationships
Resources
Building Culturally Responsive Classrooms
My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
3
Advocating for Young Children
Closing the Literacy Gap
All Children are Capable of Learning
Changing the Mindset of Educators
Overview of Closing the literacy gap!
Building Relationships
Advocating for closing the literacy gaps amongst all children is important for children, families, professionals, and the field of early childhood education. By aiding in closing the literacy gap, it can support more children in becoming lifelong learners beyond the classroom and minimize the number of high school dropouts. It also teaches the students how to be resilient and bounce back from adversity. Furthermore, it can also provide families with peace of mind that their child is getting the best possible education and support needed to help their child at home. Having a home-school relationship can also help bridge the literacy gap in primary-aged chil ...
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Predictive Influence of Parental Involvement on Academic Self Confidence and ...ijtsrd
This study sought to determine the predictive influence of parental involvement on academic self confidence and academic engagement among junior secondary school students in Awka. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a correlational research design. The population comprised of 560 JS2 students in 5 co educational public schools in Awka from which a sample of 200 JS2 students were drawn to participate in the study. The instruments used for data collection were three, namely Parental Involvement Questionnaire PIQ , Academic Self Confidence Questionnaire ASCQ , both structured by the researchers and also Academic Engagement Questionnaire AEQ adopted from Hughes et. al's Academic Engagement Questionnaire. Both validity and reliability of the instruments were determined. After a test retest of the instruments, reliability coefficient of 0.70 was obtained for PIQ, 0.81 for AEQ and 0.72 for ASCQ using Cronbach Alpha method. Findings indicated that parental involvement has a high and positive relationship for both academic self confidence and academic engagement of junior secondary school students in Awka. Based on the findings, it was recommended that government and school authorities should take advantage of the media and other enlightenment programmes to educate parents on the importance of getting involved in their children's academic lives. Parents also should make out quality time for their ward's learning activities and through motivation boost their academic self confidence. Anierobi, Elizabeth Ifeoma | Ezennaka, Obinna Anthony ""Predictive Influence of Parental Involvement on Academic Self-Confidence and Academic Engagement among Junior Secondary School Students in Awka, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23643.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23643/predictive-influence-of-parental-involvement-on-academic-self-confidence-and-academic-engagement-among-junior-secondary-school-students-in-awka-nigeria/anierobi-elizabeth-ifeoma
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
How to choose thesis topic | Bed | Med Thesis description | Guidelines | AIOU...NaumanMalik30
AOA #is tutorials ma meny apko aiou and vu thesis solve kraya; guide kia .
Here is my #slideshare #link for downloading thesis.
.
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umeed hai ki aapko ye video achi lgi.
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About : Nauman Malik is actually a YouTube Channel, where you will find #University
courses videos #Artificial_intelligence #cs607 #robotic technological videos in Urdu_
Hindi, #keep in touch for your Future #needs So don’t forgot to subscribe :)
The Role and Strategy to Stimulate Language Development in Early Childhood Du...EvaniaYafie
The development of aspects of language in human life is very important. A
language is a tool of education and interaction between individuals. Language development
problems in early childhood that often arise are late language emergence (LLE). From some
previous studies, stimulation and education factors become guidelines for teachers and
parents in providing appropriate stimulation through the principle of play while learning and
adapted to the development and age of the child. The purpose of this study is to describe the
role and strategy of stimulating children's language development during the COVID
pandemic. The design of this study uses the method of literature study or literature review.
The results and discussion of strategies for developing children's language for 1-2 years old
can be done by 1) Mothering, 2) Recasting, 3) Echoing 4) Expanding 5) Labeling. While
strategies for developing children's language for ages 3-6 years 1) Increasing Interaction and
Communication with Children 2) Reading aloud, 3) Involving Children in Storytelling, 4)
Providing literacy activities.
A Review of Published, Evidence-based Research in Effectively Applying a Stre...Leila Pirnia
A review of published, evidence-based research in effectively applying a strengths-based approach in the development of twice-exceptional school-age children. Twice-exceptionality (or 2e) is defined as "students who demonstrate gifts and talents but also have a disability are known as twice-exceptional and do not fit the stereotypical characteristics of students with a disability or giftedness."
The research on utilizing strength-based strategies when working with twice-exceptional children offers concrete recommendations and best-practice guidelines for parents, educators, and counselors. These empirically-researched recommendations can be grouped and synthesized into the following general themes: 1) development of positive adult relationships, 2) development of strengths and talents, and 3) accommodation of multiple learning styles.
This study examined the dynamic between perceived authoritarian parenting style (PAPS), and subjective wellbeing (SWB) among purposively recruited 423 college students in China. Expectancy value beliefs (EVB), fear of failure (FOF), and competitiveness were taken as mediators. The data were analyzed using Bootstrap method of 5000 sample and 95% confidence interval. The results revealed a significant negative total effect of PAPS on SWB. Additionally, two indirect paths were found to be significant: the mediation of FOF (Path 2) and the serial mediation of FOF and competitiveness (Path 6). These findings suggest that the perception of authoritarian parenting style is a negative predictor of students' happiness, and that FOF and competitiveness played important mediating roles in this relationship. These findings have important implications for educators, parents, and policymakers who aim to promote positive academic and personal outcomes for college students. The results suggest the need for interventions that address the negative impact of PAPS on students' wellbeing, and the importance of fostering positive beliefs about the value of education and academic achievement, as well as reducing FOF and promoting healthy competition.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Comparing Internal and External Factors of Student Motivation in.docxdonnajames55
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as the act or process of giving someone a reason for doing something ( ). Psychologists define motivation as a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to “stimulate academic learners to behave in a desirable way that favors quality outcomes whether it be in academics, sports or other extracurricular activities” (Christiana, 2009, p. ). One researcher described the term motivation as, “What get people going, keeps them going, and helps them finish tasks” (Pinrich, 2003, p. ).
Of great importance when addressing motivating is identifying the distinction between intrinsic and extrinsic motivation. Extrinsic motivation comes from external factors that are not related to the task. An example is a learner striving to achieve good grades because they want to get a good job. Intrinsic motivation, on the other hand, comes from internal factors related to the task. Analysts sometimes refer to intrinsic motivation as self-or personal motivation, which propel one with the need to fulfill personal desires. A learner striving to achieve good grades because he/she wants to be a scholar exhibits intrinsic motivation (Christiana, 2009). These motivational factors are very important for the student to take ownership of his or her success; therefore, a teacher can stimulate motivation, but the student must want to be motivated in order to succeed.
From an intrinsic perspective, students need to be encouraged to consider how performing well in a particular discipline, such as mathematics, would make them feel (Delong & Winter, 2002). Teachers working with students need to rely on aspects such as personal fulfillment to help students appreciate a particular subject on a more personal level (Tiwari, Tiwari, & Sharma, 2014). Internal motivation is difficult to achieve yet the benefits are long lasting and very effective. The intrinsic factors cover students’ involvement, curiosity, challenges, and social interaction (Faulkner, 2009).
External motivation is highly dependent on the use of assorted rewards. Reward based approach is only effective for a short time and once the headlined objectives are attained, it is easy for an individual to lose a sense of motivation. Extrinsic motivation is appropriate and useful, but psychologists recommend rewards for short-term goals and internal for longer term goals (Delong & Winter, 2002). Regardless of its effectiveness or the duration of the effectiveness, these variables can be used to motivate students towards a desired performance.
Motivation directs the behavior of an individual towards particular goals. Goals can either be short term or long term. In either case, it is the motiva.
Early Literacy and closing the GAPJazmine BrownleeWalden UEvonCanales257
Early Literacy and closing the GAP
Jazmine Brownlee
Walden University
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
Dr. Beryl Watnick
August 1, 2022
1
Outline
As you go through the presentation, you all will understand my purpose for conducting this professional development. I will provide a general overview of why following each step is imperative to closing the literacy gap. I will discuss how teaching resilience, building relationships, building culturally responsive classrooms, and RTI supports closing the literacy gap among young children. Finally, resources will be provided in order to support educators in closing the gap.
2
Purpose
General Overview
Teaching Resilience
Closing the Literacy Gap
Building Relationships
Resources
Building Culturally Responsive Classrooms
My Purpose
Advocating for young children should be a leader’s main priority to ensure that they become lifelong learners beyond the classroom. There are a plethora of ways to ensure success amongst young learners. Many leaders advocate for change in ways that they see as best or are passionate about. When someone is passionate about a particular change, they will do what is needed to promote change. I have always been passionate about closing the literacy gap amongst young readers. I have noticed that there is a major gap in literacy, especially in low economically challenged communities. I have taught second-grade EIP self-contained classrooms for years. Every year, I have heard from the administration that I should expect little to no growth from these students because they are too far behind or not capable of making real growth. I couldn’t believe what I heard because all children are capable of learning if given the necessary tools to succeed. Therefore, I am providing this professional development to give teachers tools for advocating for young children and supporting closing the literacy gap. This will hopefully change the mindset of all educators as well as administrators who believe children are just too far behind to catch up or able to learn.
3
Advocating for Young Children
Closing the Literacy Gap
All Children are Capable of Learning
Changing the Mindset of Educators
Overview of Closing the literacy gap!
Building Relationships
Advocating for closing the literacy gaps amongst all children is important for children, families, professionals, and the field of early childhood education. By aiding in closing the literacy gap, it can support more children in becoming lifelong learners beyond the classroom and minimize the number of high school dropouts. It also teaches the students how to be resilient and bounce back from adversity. Furthermore, it can also provide families with peace of mind that their child is getting the best possible education and support needed to help their child at home. Having a home-school relationship can also help bridge the literacy gap in primary-aged chil ...
Test-Anxiety and Self-Esteem as a Predictor of Secondary School Students’ Aca...inventionjournals
This study investigated test-anxiety and self-esteem as a predictor of secondary school students’ academic self-efficacy in Ekiti State. It also examined the relationship betweenthe twopsycho-social factors (self-esteem and test-anxiety) and students’ academic self - efficacy. The study employed the descriptive research design of the survey type. The population consisted of all students from the public secondary schools in Ekiti central senatorial district of Ekiti State. The sample for this study was 200 students which were selected from four secondary schools using Multistage Sampling technique. A self-structured questionnaire tagged “Psychosocial Factors and Students’ Academic Self-Efficacy Questionnaire (PFSASEQ)” was used to collect relevant data for the study. The face and content validity of the instrument was determined by experts of Test and Measurements and researcher’s supervisor. It was said to have facial relevance and concerned with the subject matter, the instrument claim to measure. The hypotheses postulated were subjected to inferential statistics of Pearson Product Moment Correlation analysis. All the hypotheses were tested at 0.05 level of significance.The findings of the study revealed that there was significant relationship between test-anxiety, self – esteem and students’ academic self – efficacy. Based on the findings of the study, it was recommended among others that students self-esteem can be enhanced and test-anxiety reduced by creating an enabling environment for mentoring where they can practice assertiveness skills which will in turn boost their confidence to perform all academic tasks successfully .
Predictive Influence of Parental Involvement on Academic Self Confidence and ...ijtsrd
This study sought to determine the predictive influence of parental involvement on academic self confidence and academic engagement among junior secondary school students in Awka. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The study adopted a correlational research design. The population comprised of 560 JS2 students in 5 co educational public schools in Awka from which a sample of 200 JS2 students were drawn to participate in the study. The instruments used for data collection were three, namely Parental Involvement Questionnaire PIQ , Academic Self Confidence Questionnaire ASCQ , both structured by the researchers and also Academic Engagement Questionnaire AEQ adopted from Hughes et. al's Academic Engagement Questionnaire. Both validity and reliability of the instruments were determined. After a test retest of the instruments, reliability coefficient of 0.70 was obtained for PIQ, 0.81 for AEQ and 0.72 for ASCQ using Cronbach Alpha method. Findings indicated that parental involvement has a high and positive relationship for both academic self confidence and academic engagement of junior secondary school students in Awka. Based on the findings, it was recommended that government and school authorities should take advantage of the media and other enlightenment programmes to educate parents on the importance of getting involved in their children's academic lives. Parents also should make out quality time for their ward's learning activities and through motivation boost their academic self confidence. Anierobi, Elizabeth Ifeoma | Ezennaka, Obinna Anthony ""Predictive Influence of Parental Involvement on Academic Self-Confidence and Academic Engagement among Junior Secondary School Students in Awka, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-4 , June 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23643.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/23643/predictive-influence-of-parental-involvement-on-academic-self-confidence-and-academic-engagement-among-junior-secondary-school-students-in-awka-nigeria/anierobi-elizabeth-ifeoma
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Teacher Education Students Living in Boarding House/DormitoriesAJHSSR Journal
ABSTRACT : Living inside the campus guarantees all sorts of good facilities will be readily and quickly
access from the gym, dining hall, classrooms, and library. This descriptive research study was aimed to
determine the factors affecting the students who live in the boarding houses/dormitories towards their academic
performance related to their financial; personal and boarding house security and if the gender of the individual
affects the performances of the students who live in the boarding house or dormitories of President Ramon
Magsaysay State University, Iba Campus, Iba, Zambales, A.Y. 2018-2019. Sixty (60) teacher education students
were chosen to be the respondents of the recent researches. The method used in this research study was a
descriptive survey questionnaire. Results revealed that Student –respondents were typically females, Academic
Performance of the student respondents is at the average level. Moderately agree on the financial, personal, and
boarding house factors affecting boarding student respondents. There is no significant difference in the factors
affecting boarding student respondents in terms of sex. There is no significant relationship between factors
affecting the boarding student – respondent in terms of the financial, personal, and boarding house. The result
of the study will be the baseline information that the Electricity supply, potable and running water must be
prioritize by the school administration. Parents should ensure enough allowance given to their children.
Boarding house/dormitories must have enough space for the study area. Conduct another study to deepen the
information provided specifically on focusing boarders privacy .
KEYWORDS : Boarding house, Financial, Personal, Academic Performance, Dormitories
How to choose thesis topic | Bed | Med Thesis description | Guidelines | AIOU...NaumanMalik30
AOA #is tutorials ma meny apko aiou and vu thesis solve kraya; guide kia .
Here is my #slideshare #link for downloading thesis.
.
Asssignments k lia facebook link per contact krain
umeed hai ki aapko ye video achi lgi.
Please Share, Support, follow , Subscribe!!! or if u Need help me?
Facebook: https://web.facebook.com/Nauman1
Linkedin : https://bit.ly/2DYFgTg
Download #Artificial_intelligence_slides https://bit.ly/2HTb3dD
Subscribe Nauman Malik channel: https://bit.ly/2t1P3Dd
Cs607 #playlist on Youtube: https://bit.ly/2DNUjQM
Instagram: https://www.instagram.com/nauman_mlik/
Google Plus: https://bit.ly/2MSJq3n
BLOGspot https://naumanai.blogspot.com/
About : Nauman Malik is actually a YouTube Channel, where you will find #University
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Comparison between western and chinese relationship to resilience in learning ng
1. Page 1 of 11
How Resilience is Developed in Chinese and Western Students: A
Comparison and Reflection of Implications for Teachers in Their Teaching
Practice.
Introduction
In the 21st century, students face intense academic and job competition. In order to
alleviate stress and thrive in this environment, children require resilience – the capacity for
and the ability to effectively manage and adapt to adversity (Windle, 2011). Resilience is
linked to greater academic performance (Mwangi et al., 2015) and better mental health
(Rajabi et al., 2014). Once widely understood to be an innate characteristic (Cohler, 1987),
views have changed since the development of the socio-ecological theory of resilience
(Ungar, Ghazinour and Richter, 2013). This theory suggests that resilience is an
amalgamation of the individual’s access to environmental resources, such as social
support, and the individual’s willingness and ability to utilise these resources (Ungar,
Ghazinour and Richter, 2013). Therefore, resilience is currently understood to be
influenced by both the individual and the sociocultural environment (Jefferis and Theron,
2017). Great emphasis therefore has been placed on identifying protective factors and risk
factors within individuals and their environments (Ni, Li and Zhao, 2014). Protective factors
are resources that help students cope with challenging situations (Rutter, 2012) and risk
factors are characteristics that increase students’ probability of experiencing adverse
outcomes (Diehl, Hay and Chui, 2012). However, most studies are based on Western
samples (Theron, 2016) and the generalisability of these findings to students of other
cultures is questionable.
Hence, my focus in this paper is to firstly, compare and contrast how mindsets, social
support and school involvement influence resilience development in Chinese and Western
students. Secondly, in this paper, there will also be recommendations on how teachers
can change their teaching style accordingly to help develop Chinese students’ resilience.
How Mindsets Influences Chinese and Western Students’ Resilience
Students who perceive obstacles and adversities as positive learning opportunities instead
of insurmountable challenges are likely to show greater resilience and excel academically
(Sorich and Dweck, 1999). Thus, teachers and parents worldwide are encouraged to
cultivate this mindset in their students. In Western culture, this mindset is known as the
‘growth mindset’ – the perception that abilities can develop over time (Yeager and Dweck,
2012). The opposing mindset is known as the ‘fixed mindset’ – the viewpoint that abilities
are innate and unchangeable (Yeager and Dweck, 2012). The equivalent to a ‘growth
mindset’, in Chinese culture, is the ‘virtue orientation’ – the understanding that learning is
the never-ending journey of developing and perfecting oneself holistically (Li, 2002). The
contrasting viewpoint is known as the ‘mind orientation’ – the perception that learning is a
finite journey of acquiring skills and developing mental functions (Li, 2002). Although the
labels may vary, the underlying premise is similar across cultures. Individuals who
perceive that abilities can be improved and learning is a continuous process of
development are more likely to demonstrate greater resilience than individuals who view
learning to be futile or a means to an end (Yeager and Dweck, 2012). This finding applies
to both Chinese (Zeng, Hou and Peng, 2016) and Western students (Blackwell,
Trzesniewski and Dweck, 2007). Therefore, there is strong evidence that nurturing a
‘growth mindset’ or ‘virtue orientation’ will promote resilience in students cross-culturally.
However, students with a ‘growth mindset’ or ‘virtue orientation’ still may not display
resilience in all contexts, as individuals from different cultures have varying understandings
2. Page 2 of 11
of ‘resilience’. Westerners are likely to perceive resilience as the ability to embrace risk-
taking in learning (Brumby, 2016) whilst Chinese individuals are likely to interpret the term
as the ability to remain diligent throughout the arduous process of learning (Li, 2005). This
difference in perception may explain why Chinese students are more reluctant to
contribute to class discussions and are therefore, often viewed by Westerners as students
who fear failure (Zhao, 2016). Similarly, Western students are less likely to dedicate as
much time and effort into memorising content and practising questions (Wang and Byram,
2011) and are therefore perceived by Chinese individuals as lacking self-discipline (Wang
and Greenwood, 2013) – a characteristic often linked to resilience (Artuch-Garde et al.,
2017). These behaviours suggest that different cultures instill different learning beliefs and
as a result, different types of resilience. Chinese students perceive ‘learning’ as an
individual and effortful process of memorising, revising and regurgitating of information (Li,
2005). Therefore, ‘resilience’ is understood as the ability to persist through the lengthy
journey. Alternatively, Western students are nurtured to view ‘learning’ as an interactive
process of understanding, analysing and synthesising information to produce novel ideas
(Wang and Byram, 2011) Therefore, resilience is interpreted as the ability to consistently
take risks. Thus, Western and Chinese students with a ‘growth mindset’ or ‘virtue
orientation’ may not be able to display resilience in all contexts, as what it means to be
resilient varies between learning environments.
How Social Support Influences Chinese and Western Students’ Resilience
Social support refers to the positive relationships pupils have with parents, teachers or
peers. This protective factor promotes resilience in both Chinese and Western students,
albeit in different ways. For Chinese students, the cultural value of filial piety plays a huge
role in resilience development (Chen and Wong, 2014). Filial piety refers to children’s duty
to pay parents back by fulfilling their material and emotional needs (Yeh, 2003). Chinese
students may be more motivated to perform well academically in spite of the competitive
and stressful environment, as academic success is perceived as a way of paying their
parents back (Chen and Wong, 2014). For example, Chen and Wong (2014) found that
Chinese children who believe in reciprocal affection between parent and child are more
likely to have an incremental view of intelligence – the perception that intelligence can be
improved with effort (Dweck and Leggett, 1988) – and are therefore more academically
resilient (Sorich and Dweck, 1999). This may be because such children are raised to
believe that effort is crucial to succeed in all aspects of life, such as maintaining good
parent-child relationships and excelling academically (Chen and Wong, 2014).
Alternatively, in Western cultures, children are less obliged to care for their parents (Qi,
2014). Thus, Bowlby’s (1969) Attachment Theory may better explain how social support
helps develop resilience in Western students. According to Bowlby (1969), the type of
relationship children form with their primary caregiver in early life stages influences their
future emotional development and coping style. Students with secure attachment styles
reportedly display greater resilience than students with avoidant attachment styles
(Jenkins, 2016). This may be because students with secure attachment styles know they
have people around them who they can rely upon and therefore develop more positive
coping strategies such as help-seeking behaviour to manage their stress (Moran, 2007).
Alternatively, students with avoidant attachment styles are accustomed to the absence of
their caregiver and therefore, do not seek help and are less able to cope with stress
(Moran, 2007). Hence, social support promotes resilience in Chinese and Western
students, but in different ways. Whilst parents act as a motivator for Chinese students to
overcome adversities, primary caregivers influence Western students’ future coping
strategies.
However, social support promotes resilience to a lesser extent for Chinese students than
for Western students. Whilst caring relationships with teachers (Theron, 2016), parents
3. Page 3 of 11
(Dawson and Pooley, 2013) and peers (Graber, Turner and Madill, 2016) are oft-cited
protective factors in developing Western students’ resilience, the extent to which these
support sources bolster resilience in Chinese students is less clear. For example, it has
been found that supportive relationships with teachers have no effect on Chinese students’
depression (Zhang et al., 2013) and parental involvement increases Chinese children’s
likelihood of experiencing internalising problems like anxiety (Liu, 2003). In a study where
Chinese students self-reported the factors that influence their resilience, relationship with
peers was not identified as a protective factor (Li, Bottrell and Armstrong, 2018). However,
there have also been studies that suggest that Chinese students with positive parental and
peer relationships are less likely to experience depression (Zhang et al., 2013) and that
Chinese students identified teachers as key influences in their development of resilience
(Li, Bottrell and Armstrong, 2018). The extent to which social support promotes resilience
in Chinese students arguably depends on whether Chinese students perceive these
relationships as sources of stress or assistance. When relationships with parents, teachers
or peers are too academically oriented, Chinese students are likely to perceive teachers
and parents as instigators of academic stress and peers as competition (Ni, Li, and Zhao,
2014). In such cases, social support becomes a risk factor rather than a protective factor.
However, if these relationships consist of socio-emotional as well as academic elements,
Chinese students are likely to perceive teachers and parents as motivators and peers as
individuals to learn from (Li, Bottrell and Armstrong, 2018). In these cases, social support
facilitates resilience development. Therefore, social support plays a more complex role in
resilience development in Chinese students than in Western students.
How School Involvement Influences Chinese and Western Students’
Resilience
School Involvement, the extent to which students take up leadership positions or
participate in extra non-academic school activities (Li, Bottrell and Armstrong, 2018),
reportedly promotes resilience in Chinese and Western students. Through analysing
Chinese teenagers’ questionnaire responses, Li (2017) found that school involvement
positively correlated with school commitment, which predicts academic resilience.
Similarly, Theron (2016) reviewed predominantly North American studies and found that
one of the main ways schools develop students’ resilience is through offering non-
academic extracurricular activities. According to the Social Development Strategy
(Hawkins and Weis, 2017), having opportunities to participate in extracurricular activities,
develop skills and earn recognition for these achievements increases students’ attachment
to the school and motivation to adhere to the school ethos. Therefore, if the students’
school values academic achievement, the students are theoretically more motivated and
more likely to develop resilience in order to attain this goal. Hence, there is robust
evidence to suggest that Chinese and Western students’ resilience increases, if their
schools offer extracurricular activities and they are involved in these programmes.
However, many studies (Lea, 2017; Zarobe and Bungay, 2017) suggest that another
reason why school involvement promotes resilience in students is because developing
extra non-academic skills increases students’ self-efficacy. Self-efficacy, the perception of
one’s own ability to execute a task (Bandura, 1997), positively correlates with resilience
(Cassidy, 2015). This is because people with high self-efficacy are less likely to believe
they will fail and are therefore, more motivated to accomplish their goal (Bandura, 1997).
However, most of these studies were investigated in Western contexts (Lea, 2017; Zarobe
and Bungay, 2017). Self-efficacy reportedly has different effects on Chinese students’
motivation and resilience (Shu and Lam, 2016). For example, Chinese students
consistently report lower self-efficacy scores compared to Western students, despite
attaining high academic scores and having great learning motivation (Hau and Ho, 2010;
Ni, Li and Wang, 2016). Another study by Shu and Lam (2016) found that Western
4. Page 4 of 11
students are more motivated to persist with a task after receiving positive feedback that
enhanced their self-efficacy whereas Chinese students are more determined to complete a
task after receiving negative feedback that presumably had little or detrimental effect to
their self-efficacy. Self-efficacy may have little influence over Chinese students’ motivation
and consequently resilience, because Chinese students are raised to view learning as a
continuous process of self-improvement (Li, 2005). Negative feedback increases Chinese
students’ awareness of their shortcomings and sets targets for improvement, which
increases their learning motivation (Shu and Lam, 2016). Alternatively, positive feedback is
perceived as futile by Chinese individuals (Ran, 2001) and therefore has little effect on
their learning motivation. Hence, attempts to enhance students’ self-efficacy have reduced
effect on resilience development in Chinese students than Western students.
Methodology
I observed a class of 8-12 Chinese
students (15 to 17 years old) with low
English language ability in English,
Science, Business, Humanities and
Pastoral Lessons. I paid attention to
every time a student showed lack of
resilience and how the teachers
responded to this particular pupil
behaviour.
I used a semi-structured coding sheet
to guide my observations. Using this
resource, I was able to look out for
resilience-promoting techniques that
have been commonly reported in
existing literature, but also have the
opportunity to identify other novel
resilience-promoting strategies as
well.
As a week of observations may not
be a fair assessment of all the
resilience-promoting techniques the
teachers use on a day-to-day basis, I
also sent all the teachers I observed
a SurveyMonkey questionnaire,
asking questions such as “What
techniques do you use to promote resilience in Chinese/Western students?” and “How do
Chinese/Western students usually respond in the short-term/long-term?” For the purpose
of my research, I was mainly interested in the short-term responses of students to these
resilience-promoting techniques.
I tested the following two questions:
1. What techniques do Western teachers use to promote resilience in Chinese students?
2. How effective are these strategies in developing Chinese students’ resilience in the
short term?
5. Page 5 of 11
Findings
1. Western teachers were observed to use a total of 38 techniques to
promote resilience (See Appendix 1). The most widely used techniques
were general praise (praise that was not specific, such as “Fantastic”),
instruction, encouragements of determination and persistence (such as
“Try again”), modelling (such as encouraging students to repeat the
behaviour or language used by the teacher), scaffolding and peer support.
However, based on the questionnaire responses, teachers only identified
using 13 resilience-promoting techniques in total (See Appendix 2). There
were a few strategies that teachers reported using that I did not manage
to observe in the short one week of research, including cognitive
reframing, locus of control awareness and differentiated learning
objectives. However, scaffolding, general praise and encouragement of
determination and persistence are common strategies that were observed
and reported by teachers in their questionnaire responses as well. Hence,
it may be assumed that these 3 techniques are very commonly used to
promote resilience in Chinese students.
2. All 5 teachers reported using similar resilience-promoting techniques for
Chinese and Western students. However, in their questionnaire
responses, 60% reported thinking that these techniques had positive
effects on Western students’ resilience and 80% reported thinking that the
same techniques have mixed effects on Chinese students’ resilience (See
Appendix 3). Based on observations, it was found that modelling,
scaffolding and corrective feedback evoked more positive responses
(increase in resilience) than negative or no response (decrease or no
change in resilience) from Chinese students (See Appendix 4). Therefore,
these techniques are highly effective in developing Chinese students’
resilience. Alternatively, general praise, although used very often,
produced more negative or no responses than positive responses from
Chinese students (See Appendix 4). Hence, out of all the techniques, it
may be deduced that general praise is a highly ineffective technique to
promote resilience in Chinese students.
Issues for teaching practice
I observed many support techniques in the international school, but mainly praise,
scaffolding and encouraging of determination and persistence, to promote resilience in
Chinese students. However, whilst some techniques such as modelling, scaffolding and
corrective feedback are highly effective with Chinese students, others such as general
praise had minimal effectiveness. Teachers also self-reported perceiving the techniques
they use to be more effective for Western students than for Chinese students. Hence, it
may be concluded that although the techniques used to develop resilience in Chinese
students were varied, they had mixed effectiveness in achieving their intended goal.
6. Page 6 of 11
These findings fit in with existing literature (Shu and Lam, 2016), as self-efficacy has been
found to play an important role in developing Western students’ resilience, but has
negligible effects on Chinese students’ resilience. Therefore, this explains why praise that
aims to improve students’ self-efficacy has great positive impact on Western students’
resilience, but little effect on Chinese students. Furthermore, many Chinese students are
raised to view learning as a continuous process of “self-perfecting” (Li, 2005, pp.191).
Thus, modelling, scaffolding and corrective feedback may be more effective resilience-
promoting techniques, as these pedagogical strategies communicate to students how to
achieve the quixotic ideal of “self-perfection”.
Therefore, it seems that Western students tend to be motivated to bounce back from
failure, if they understand that they can and will be able to succeed in the task.
Alternatively, Chinese students tend to be impelled to attempt a failed task again, if they
understand how to succeed in the task. Therefore, whilst praise has immense potential to
help develop Western students’ resilience, strategies such as modelling, scaffolding and
corrective feedback may be more beneficial for Chinese students.
Chinese and Western students develop resilience in ways that are similar but also
dissimilar. For example, possessing the mindset that abilities can be developed and
learning is never-ending, having social support and increasing school involvement are key
protective factors that promote resilience in students cross-culturally. However, Chinese
and Western students may develop different types of resilience, as each culture has a
different understanding of resilience. Furthermore, social support may have greater
positive impact on Western students’ resilience compared to Chinese students, as
Chinese students may perceive parents, teachers and peers as sources of pressure rather
than support. Lastly, self-efficacy plays an important role in developing Western students’
resilience, but has negligible effects on Chinese students’ resilience.
7. Page 7 of 11
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